Junior children are full of freshness and curiosity about the world. According to their age characteristics, try to use vivid materials as much as possible to make their eyes shine and their mouths move. The theme map is just a picture that combines knowledge, thoughts and emotions. The characters, plots, colors and themes are vivid, which are deeply loved by students. Children like to watch and want to talk. Therefore, in class, we should make full use of thematic maps to provide students with opportunities to observe and operate from familiar life scenes and interesting things, so that they have more opportunities to learn and feel knowledge from familiar things around them. Below, I will talk about how to use the theme map for teaching based on my own teaching practice.
First, deeply understand the theme map, stimulate learning motivation, and induce awareness of participation and discovery.
1, come into life, stimulate students' interest and narrow the distance between students and mathematics.
Psychologist Bruner said: "The best way to learn is to be interested in what you have learned." Improving students' interest is the basis for students to actively participate in learning. In teaching, we should give full play to the charm of theme maps and stimulate students' interest. For example, when teaching "counting" in the first class, I chose the children's paradise scene. Starting from children's favorite scenes, students can be interested in learning and feel that mathematics is not boring, and mathematics is around them. So, as soon as the class starts, I will show the theme map on the screen. Toys such as elephant slide and airplane turntable are familiar and liked by students. Everyone seemed very happy, as if they had really come to the children's paradise, and every pair of small eyes were staring at the picture. So, I seized this opportunity and asked the students, "Who wants to tell you about this place? What is it? " As soon as the words fell, they scrambled to raise their small hands. Everyone rushed to speak, and the enthusiasm for exploration was very high. After students know who has what, guide them to count specific figures, and organize students to communicate and comment by numbers. Finally, after students know the number 1- 10, they should contact people or things around them, at home, in the classroom and on campus, and tell them. As far as possible, let students have a wider range of contact and more opportunities to count, so that as many students as possible can participate in counting activities.
2. Stimulate imagination and create a relaxed and pleasant learning atmosphere.
Children are the most imaginative and imaginative, and their world is the strangest and most colorful. The "real life" that children are interested in is often unreasonable to adults, just like "rabbits picking mushrooms", "frogs skydiving" and "bees picking honey" in textbooks. We feel illogical, but the children are full of interest. Therefore, before class, you can make up a story with a piece of music according to the colorful and interesting characteristics of the theme map, create a situation, and then ask a group of enlightening questions to attract students' attention. For example, when I "recognize symbols" and ",=", I only display the theme map on the screen, and my classmates are immediately attracted by lively and lovely animals and stare at the big screen. At this time, the melody of the athletes' entrance sounded, and the teacher acted as the commentator of the sports meeting: "Today, the forest is really lively! It turns out that a forest sports meeting is being held here, and all the small animals have signed up for it. Look, who is coming to us? " The students are very excited. Some of them can't control themselves and talk loudly in their seats. So I asked my classmates to stand up and answer. Some say the number of small animals, and some compare them according to life experience. They say there are as many rabbits as monkeys. The students are active in thinking, and everyone wants to talk about it. The teacher guided them. They soon understood the pronunciation and meaning of ">".
The creation of classroom situation creates a window for students to learn mathematics knowledge, through which students can observe, reason and discover, and students' personality is fully displayed.
Second, make full use of the existing teaching resources, properly handle some thematic maps, and make the use of maps achieve the best results.
The textbook is not a sacred book, it just provides the most basic teaching content. With the progress of society and the development of the times, we should give it new connotation. Textbooks are the concrete embodiment of curriculum standards, the basis for teachers to carry out teaching, and provide preparation for knowledge transfer. What students see through textbooks is only the result of knowledge, and the acquisition of mathematical knowledge is often the result of students' thinking. In the process of forming these thinking results, we must give full play to students' initiative, create thinking space for students, make full use of existing knowledge, thinking methods and life experience under the guidance of teachers, and actively use their brains, hands and mouths to actively participate in learning. Therefore, in teaching, according to the needs of teaching, according to the needs of optimizing the classroom, starting from the reality of students, the theme map in the teaching material should be processed into multimedia courseware with animation effect or transformed into practical activities.
1. Make some simple multimedia courseware to enhance the effect of theme map display.
Addition and subtraction is a coherent combination of "combination" and "division". To solve the problem, we must first help students understand the occurrence and development of things. If there are only static pictures, the process of "first … then ……" is not easy to see clearly. Therefore, we can make the theme map into an animated effect, showing that seven people are on the bus, two people get off at the station first, and then three people get on the bus. When students understand practical problems, formula calculation will not be very difficult.
2. Carry out practical activities to make static knowledge dynamic.
In the teaching process, we should not only pay attention to the use of intuitive teaching AIDS, but also let students participate in practical activities as much as possible. Only the theme map is displayed, without the students' personal operation, the knowledge gained by students is vague and not profound enough. Only by letting every student participate in the actual operation and using various senses to participate in the learning activities can all students get a relatively complete perception and facilitate the storage and extraction of information. In teaching, teachers should provide students with more opportunities for hands-on operation, so that students can cultivate their interest in learning and acquire knowledge in hands-on activities.
We can organize students to carry out activities, reproduce the static theme map content in books, and make the static content become active. For example, when teaching "45 composition", students can play the game of throwing flowers in groups and learn 45 composition according to the front and back of flowers. When learning "classification", let the students divide the school supplies and tidy up their schoolbags in a four-person study group. When "knowing objects", let students bring many objects of various shapes, and let them know three-dimensional figures such as cuboids, cubes, cylinders and spheres when playing. When teaching "Ji He Ji", it is designed to let students queue up for activities, let the second student raise his hand, let the four students on the left jump, and so on. , so that students can participate more. Because these forms are more in line with children's psychology, they can greatly enhance students' desire to participate and improve their learning enthusiasm.
Younger children are young, but they have infinite potential. Therefore, in teaching, it is necessary to fully display the charm of the theme map, so that students can have time and space for autonomous learning and have the opportunity to think deeply and experience themselves. In teaching, we should try our best to fully mobilize students to take the initiative to learn, and change from "asking me to learn" to "I want to learn" and "I love learning".
How to make effective use of thematic maps in primary school mathematics teaching. Childlike and diverse thematic maps can be found in many places in junior high school mathematics textbooks. These thematic maps add a strong flavor of life and times to mathematics teaching, and provide rich materials and resources. Therefore, if teachers can make good use of the theme map in the textbook, it will make the classroom glow with new brilliance.
How to use thematic maps flexibly in primary school mathematics teaching, especially in teaching, and sum up that "successful teaching needs not coercion, but stimulating students' interest". How to make students change passive learning into active learning and "instilling" into "happy learning" in class is a key problem.
How to use theme map to carry out primary school mathematics teaching, connect with students' life reality and activate the content of theme map? Break the single rigid mode of teachers' speaking, students' listening, teachers' asking and students' answering, and create a situation of students' autonomous learning, multi-directional communication, teacher-student interaction and students' interaction with groups.
How to effectively use information technology in primary school mathematics teaching to stimulate interest in mathematics According to the law of physical and mental development of primary school students, they are curious, active, interested for a short time and have poor persistence, which often affects the classroom learning effect. Therefore, how to grasp students' hearts and stimulate their interest in learning is a problem that every teacher should seriously consider.
2 1 century is the century in which information technology is dominant. The popularization and application of computers has brought unprecedented development to society and science and technology, and also brought a historic leap to the reform of education and teaching. But how can we effectively use information technology to carry out fruitful innovative practice in primary school mathematics teaching? This paper makes some preliminary discussions on how to effectively use information technology in primary school mathematics classroom teaching.
Keywords information technology classroom teaching
The 20th century is an era of globalization, networking and information-based knowledge economy, which requires teachers to update their educational concepts, adjust teaching contents and reform teaching modes. The core of the transformation of teaching mode is to cultivate students' innovative spirit and practical ability. Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from concrete image thinking to abstract logic thinking. Primary school mathematics must build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking, and information technology is such a bridge. Under the new situation, it is the requirement of the information age and innovative education to master modern information education technology and apply it to classroom teaching correctly and reasonably. But how can we effectively use information technology to carry out fruitful innovative practice in primary school mathematics teaching? This paper makes some preliminary discussions on how to effectively use information technology in primary school mathematics classroom teaching.
First, create problem situations to stimulate curiosity.
Primary school students are curious, and the only way to constantly stimulate students' curiosity is to create problem situations. In classroom teaching, teachers are the planners, organizers and instructors of classroom teaching activities. If teachers can grasp the creative factors contained in textbooks, stimulate students' learning emotions, create changeable learning situations that can stimulate new strangeness, make full use of students' curiosity, and introduce students into a process related to problems, they will be in a state of suspense psychologically and in a state of "trying to get through".
For example, when teaching the subject of "area calculation of plane combined graphics", we should first help students to clarify the relationship between "combined graphics" through review, and then observe the application diagrams of various combined graphics displayed on the computer network in daily life, and put forward: What should we think if we want to calculate the area of these physical graphics? Students answer, look at what kind of figure the physical map is similar to, and use the formula to calculate the area of the figure. After the computer turns the physical drawings into regular figures, it asks: Can you calculate their areas now? Students found that although they were replaced by regular figures, they could not be calculated because they had not studied their area calculation formulas. At this time, I asked: What do you want to know most now? This question aroused the discussion of the students. Some people say that the figure is divided into several previously learned figures, and the area of the figure is calculated by addition and subtraction. Finally, teachers and students * * * summed up the method of "area calculation of plane combination graphics". This topic is to arouse students' curiosity after showing the mathematical situation in life through computer network, and then they will find the problems themselves. After asking questions, they are eager to try to solve them. At this time, students' interest in learning reached the highest point, their thinking became active, and they were fully prepared to participate in the learning activities of the new lesson. This kind of students' thinking is completely the performance of active learning, and it is indispensable to cultivate innovative consciousness.
Thirdly, using information technology to assist teaching and break through the teaching difficulties.
Primary school students' thinking is in the transition period from concrete thinking in images to abstract thinking, which constitutes the contradiction between the image of primary school students' thinking and the abstraction of mathematics. How to solve this contradiction and use multimedia in teaching can successfully realize the transition from concrete image to abstract thinking. Because multimedia images are concrete, dynamic and static, and sound and emotion are combined, if used properly, it can turn abstract into concrete, mobilize the cooperation of students' various senses, and solve the content that teachers can't explain clearly and students can't understand, thus effectively realizing intensive reading, highlighting key points and breaking through difficulties.
For example, in explaining the lesson of "area of a circle", in order to let students better understand and master the key point of calculating the area of a circle, I first draw a circle on the computer, then divide the circle into two equal parts *** 16, and then stagger the two parts through animation to make an approximate rectangle. Repeat the demonstration many times, so that students can feel and finally realize that the approximate rectangular area is completely equal to the original circular area. Ask the students what else they have found. What is the relationship between the length and width of this approximate rectangle and the circle? Thus, the area formula for finding a circle is derived. Let the important and difficult points of this class break through easily. It greatly improves the teaching efficiency and cultivates students' spatial imagination.
Third, pay attention to the guidance of learning the law and change "teaching fish" into "teaching fish"
French educator Dostoevsky said: "A bad teacher gives up the truth, and a good teacher teaches people to discover the truth." In teaching, our teacher should not only let students know some ready-made theories, but more importantly, guide students to understand how these theories are obtained. What should be emphasized is the process of "discovering" knowledge, as well as the creative methods to solve problems and form the spirit of inquiry, rather than simply drawing conclusions. Professor Ding Zhaozhong, the Nobel Prize winner, once warned our teachers, "Don't memorize knowledge, but teach students ways to open their minds and cultivate their self-study ability. Teachers should realize that it is better to teach people to fish than to teach them to fish. "
For example, in the teaching of deriving the formula for calculating the area of a circle, students cut the circle in groups, and some cut it into an approximate rectangle; Some put round scissors together into an approximately flat quadrilateral; Some put round scissors into an approximate triangle; Others put round scissors into a trapezoid. Students use different methods to derive the formula for calculating the area of a circle from different angles. In this process, students can taste the fun of independent thinking and cultivate their divergent thinking ability. The students were immersed in the joy of victory. The teaching of deducing the formula of circular area is over here, but the teacher didn't stop there, and asked, "What kind of figures are most easily combined into circular scissors?" The teacher's question pushed the students' interest in thinking to * * *. At this time, the teacher gave full play to the advantages of multimedia courseware and showed various methods to deduce the formula of circular area one by one. The students quickly summed up the simplest method and explained the reasons. In this way, students can know not only what it is, but also why. Raise students' thinking to a new height.
Fourthly, using multimedia when students are distracted can adjust students' mood and stimulate students' interest.
Interest is the best teacher. Someone once said, "Compulsory learning without interest will stifle students' desire to seek truth. "According to the laws of psychology and the learning characteristics of primary school students, the duration of intentional attention is short and the classroom thinking activities are tense. After a long time, students are prone to fatigue, inattention and reduced learning efficiency. At this time, choose appropriate multimedia methods to attract students, create new stimuli, stimulate students' thinking motivation, and keep students in the best learning state. Only when students are interested in learning can teaching achieve good results. According to the principle of situational education, creating a learning atmosphere full of beauty and wisdom can make students get concrete feelings about objective situations, stimulate corresponding emotions, put themselves into learning and fully develop their potential abilities.
In short, choosing the best combination of multimedia application and mathematics classroom teaching properly and using multimedia appropriately will play the role of "moving a child and living a child" and give full play to its maximum effect, which can reduce students' excessive learning burden, improve classroom teaching efficiency, promote the implementation of quality education, cultivate students' non-intellectual factors, meet the needs of modern education and effectively cultivate more cross-century creative talents.
Mathematics is an abstract logic subject, and the thinking of primary school students is in the transition stage from concrete image thinking to abstract logic thinking. Primary school mathematics must build a bridge between the abstraction of mathematical knowledge and the visualization of students' thinking, and information technology is such a bridge. Under the new situation, it is the requirement of the information age and innovative education to master modern information education technology and apply it to classroom teaching correctly and reasonably. (remaining 2243 words)
How to effectively apply transfer theory in primary school mathematics teaching? The main purpose of primary school mathematics teaching is to let students master basic mathematical knowledge, know basic mathematical calculations and know basic mathematical concepts, but these basic mathematical knowledge are interrelated. Therefore, how to apply transfer theory teaching method to teaching and how to effectively use transfer theory to improve the efficiency of mathematics classroom and improve students' learning effect in primary school mathematics needs to be explored. This paper attempts to explore how to effectively use the transfer theory to promote primary school mathematics teaching.
How to effectively carry out cooperative learning in primary school mathematics teaching? How to effectively carry out group cooperative learning in primary school mathematics teaching? A: Group cooperative learning is an important way for students to learn mathematics. Students' learning activities should be a lively, proactive and personalized process. Organizing students' cooperative learning in groups means that teachers can stimulate students' cooperative interest, reasonably organize group members, grasp time and space, carefully design questions, choose appropriate opportunities, pay attention to group evaluation and other effective forms, so that students can promote each other, improve each other and learn actively, and form a lively, potential and positive form of learning activities.
Thank you for your adoption. Let's talk about how to make effective use of thematic maps in mathematics teaching. Cai Hongmei connected with students' real life and activated the content of the theme map. Break the single rigid mode of teachers' speaking, students' listening, teachers' asking and students' answering, and create a situation of students' autonomous learning, multi-directional communication, teacher-student interaction and students' interaction with groups.
Because different students live in different environments and have different knowledge backgrounds and experiences in mathematics activities, the positioning of the theme map of teaching materials should be an important clue for students' mathematics learning, which can not meet the needs of all students' mathematics learning. Therefore, teachers should not only respect the teaching materials, but also adhere to them when dealing with and arranging them. They should carefully develop and design the theme content according to the students' reality, so as to make it closer to the students' real life.